Note: This version of the document was updated on October 6, 2005,

to incorporate the requirement for participation in sustained moderate to vigorous physical activity for a minimum of twenty minutes daily. These changes are being made available only in the versions of this document that are on the ministry’s website, and are effective as of October 6, 2005.

Une publication équivalente est disponible en français

This publication is available on the Ministry of

Education and Training’s World Wide Web site at http://www.edu.gov.on.ca.2

Introduction

The Purpose of The Ontario Curriculum, Grades 1-8: Health and Physical Education, 1998 Healthy active living involves a combination of physical activity and appropriate lifestyle choices. Students should begin early on to acquire basic knowledge about a wide variety of health-related topics and to develop relevant skills. They need to understand how their actions and decisions affect their health, fitness, and personal well-being, and how to apply their learning to make positive, healthy decisions in all areas of life and personal development. The school environment can profoundly influence students’ attitudes, preferences, and behaviours. Through the health and physical education curriculum, students will develop: • an understanding of the importance of physical fitness, health, and well-being and the fac- tors that contribute to them; • a personal commitment to daily vigorous physical activity and positive health behaviours; • the basic movement skills they require to participate in physical activities throughout their lives. The achievement of the objectives of the health and physical education program will not only enhance each student’s life but will also result in a healthier population. Students’ knowledge of the importance of daily vigorous physical activity will also help them understand how such activity combats health risks such as obesity and heart disease. A comprehensive approach to health and physical education emphasizes the shared responsi- bility of parents, peers, schools, health-care systems, government, the media, and a variety of other institutions and agencies. Meaningful health and physical education also requires safe, health-promoting environments, support services from the community, and a school curricu- lum that makes health a priority in the school. This document replaces the sections of The Common Curriculum: Policies and Outcomes, Grades 1-9, 1995 that relate to health and physical education. All health and physical education programs for Grades 1 to 8 will be based on the expectations outlined in this document.

The Role of Parents

Studies show that students perform better in school if their parents are involved in their edu- cation. Parents therefore have an important role to play in supporting their children’s learning. By reading the curriculum, parents can find out what their children are learning in each grade and why they are learning it. This knowledge of the curriculum will enable parents to discuss their children’s work with them, to communicate with teachers, and to ask relevant questions about their children’s progress. Their knowledge of the expectations in each grade will also help parents interpret their children’s report cards and work with teachers to improve students’ learning. For this reason, parents are urged to read the expectations for all grades rather than just the particular grades their children are in.INTRODUCTION 3

Parents can also participate in parent conferences, work on school councils, and become involved in physical activities with their children. They should support classroom activities, promote and participate both in special events held within the school and in interschool activ- ities, and promote healthy active living through their own habits and practices. They should also support healthy eating and take responsibility for developing their children’s self-esteem.

The Role of Teachers

Teachers and students have complementary responsibilities. Teachers are responsible for devel- oping a variety of appropriate instructional strategies that will involve students actively in the curriculum and at the same time address different student needs. They should bring enthusi- asm to the classroom and should model healthy active living in their own lives to encourage students to recognize the value and relevance of what they are learning.

The Role of Students

Students have responsibilities with regard to their own learning, which increase as they advance through elementary and secondary school. Those willing to make the effort required and able to apply themselves soon learn that there is a direct relationship between achievement and hard work. Such students become motivated, self-directed learners. Some students, however, find it more difficult to take responsibility for their learning because of special challenges they face. For these students, the attention, patience, and encouragement of teachers can be extremely important factors for success. Regardless of their circumstances, learning to take responsibility for their own progress and learning is an important part of edu- cation for all students.

Strands in the Health and Physical Education Curriculum

The curriculum’s major areas of knowledge and skills are organized around three strands: • Healthy living includes healthy eating, growth and development, personal safety and injury prevention, and substance use and abuse. • Fundamental movement skills include locomotion/travelling, manipulation, and stability. • Active participation includes physical activity, physical fitness, living skills, and safety. These strands combine the living skills (e.g., personal, interpersonal, communication, conflict- resolution, goal-setting, organizational, time-management, problem-solving, and decision- making skills) that all students require.

The Importance of Safety

Schools must develop procedures to ensure the highest possible level of safety, while allowing students to engage in a broad range of challenging activities. Safety guidelines should outline the practices to be followed for each activity, addressing questions related to equipment, cloth- ing, facilities, special rules and instructions, and supervision. They should also reflect school board policies on how to conduct activities, and they should be reviewed on a regular basis. While all physical activity involves an element of risk, participants have an obligation to mini- mize that risk.4 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Concern for safety should be an integral part of curriculum planning and implementation. The primary responsibility for ensuring safe practices rests with the school district and its employees. Wherever possible, potential risks must be identified and procedures developed to prevent or minimize accidents or injuries. In a safe classroom, the teacher will be aware of up-to-date safety information, will observe students carefully, show foresight, and act quickly. By implementing safe instructional practices (e.g., logical teaching progressions and age- appropriate activities), educators can reduce risks and guard against accidents. In a safe school, students will: • follow established routines for physical activities (e.g., set procedures for entering and leaving the gym and changing clothes, warm-up and cool-down activities); • wear clothing appropriate to activities (e.g., a hat for outdoor activities), wear appropriate footwear and ensure that shoelaces are tied, and remove jewellery when participating in physical activities; • follow the instructions outlined for each activity (e.g., for starting and stopping); • take age-appropriate responsibility (e.g., for the safe use of equipment) and necessary precautions (e.g., use a safety mat); • follow rules and expectations pertaining to the setting for the activity (e.g., ski only in designated areas, follow playground rules); • recognize and report unsafe situations and conditions; • always play safely.

Attitudes in Health and Physical Education

Students’ attitudes towards health and physical education can have a significant effect on their achievement of the expectations. To learn effectively and develop positive attitudes towards healthy active living, students should enjoy the skill-development and physical activities. They should also come to recognize the importance of observing safety procedures, respecting oth- ers, and being punctual. (These attitudes are incorporated into the specific expectations.)

The Use of Computers in the Health and Physical Education Curriculum

This curriculum provides students with opportunities to use software programs, the Internet, e-mail, and audio and visual technology for a variety of purposes. For example, students can use technology to record food choices over a period of time, measure nutrient intake, maintain a fitness profile, evaluate an individual’s physical stages, monitor physical performance, and develop personal exercise programs. They can use the World Wide Web to access and research information on various health-and-fitness topics and issues.

Planning Student Programs

Teachers must provide a balanced program with a broad selection of activities. In doing so, they can combine expectations from more than one of the three strands to help students see the connections between physical skills and health concepts (e.g., that daily physical activity improves health and physical fitness). Teachers must also ensure that the concepts and skills taught are appropriate to students’ ages and stages of development, and to their perceptions, prior knowledge, attitudes, learning styles, and exceptionalities. They must use a variety of instructional approaches to ensure that all stu- dents are given every opportunity to learn and perform to their full potential.INTRODUCTION 5

This curriculum requires that students participate in sustained moderate to vigorous physical activity for a minimum of twenty minutes each day. This requirement can be met in a variety of ways, using school and community indoor and outdoor facilities. Co-curricular programs. Where possible, the health and physical education curriculum will include both curricular and complementary cocurricular components. Intramural programs allow all students to participate in either same-sex or coeducational activities that are informal and not highly competitive. Interschool programs offer students opportunities to participate in more organized and competitive activities. Other recreational activities and clubs also provide opportunities for students with common interests and a desire to participate in physical activi- ties in non-competitive settings. In planning and organizing the health and physical education curriculum, schools should use community organizations, facilities, and programs as resources to provide students with additional experiences and opportunities for physical activities. Coeducational and segregated classes. Although all the curriculum expectations can be achieved in either coeducational or same-sex classes, some expectations can be addressed more effectively in same-sex settings. For example, discussions involving topics of a sensitive nature, especially those in the Healthy Living strand, can be uncomfortable for some students, but these same students might feel quite secure and comfortable discussing these topics in a same- sex setting. Similarly, when expectations related to skill development (particularly team-sport skills) are addressed, same-sex classes and groupings might encourage more students to become physically active and to participate in the interschool program, as well as in community activities. Teachers should base their decisions as to whether to teach in coeducational or segregated settings on the sensitivity of topics and students’ needs. Planning for the coeducational classroom. Acknowledgement of and respect for individ- ual differences will encourage student participation and help students learn to collaborate with and respect others. They will also enhance students’ competence, self-esteem, health, and well- being. The health and physical education program will address students’ awareness of and esteem for each other. Strategies for encouraging this awareness and mutual respect among students include: • providing opportunities for both male and female students to assume leadership roles; • encouraging and respecting the interests and abilities of both genders; • ensuring that responsibilities are shared equally by male and female students; • expecting all students to be equally active participants; • creating a class atmosphere that helps students develop consideration for, understanding of, and respect for each other. Cross-curricular planning. Health and physical education are essential to the entire school curriculum. Studies show that students who participate in physical activity each day exhibit improved memory, concentration, and communication, problem-solving, and leadership abili- ties, which improve their learning in other subject areas. Such students also display more posi- tive attitudes towards themselves, improved interpersonal behaviour, and a willingness to meet and deal with the challenges of daily life. Because active learning is so important for all stu- dents, the provincial curriculum requires a minimum of twenty minutes of sustained moderate to vigorous physical activity each day.6 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

The development of skills and knowledge in the areas of health and physical education is related to learning in other subjects. When planning programs, teachers should emphasize such cross-curricular relationships by co-ordinating the teaching of related expectations. For exam- ple, in Grade 5, students could describe the short- and long-term effects of alcohol (health and physical education), learn about its properties (science and technology), and represent in a graph the results of a survey of a select group of people with regard to its use and abuse (mathematics). At the conclusion of the unit, students could be asked to report orally or in writing (language arts) on the impact of alcohol on people’s lives.

Health and Physical Education for Exceptional Students

Recognizing the needs of exceptional students and providing appropriate programs and ser- vices for them are important aspects of planning and implementing the curriculum. Specific procedures are set out in legislation for the identification and placement of exceptional stu- dents. The needs of exceptional students are identified by an Identification, Placement, and Review Committee (IPRC). When an IPRC identifies a student as exceptional, an Individual Education Plan (IEP) must be developed and maintained for that student. (It should be noted that an IEP may also be prepared for students with special needs who are receiving special education programs and/or services but who have not been identified as exceptional by an IPRC). An IEP defines the student’s educational program as one that is based on and modified by the results of continu- ous assessment and evaluation. It identifies the student’s specific learning expectations and explains how the school will address these expectations (for example, through appropriate programs and services, modifications in the regular program, and other accommodations). It also identifies the methods by which the student’s progress will be reviewed. In developing the student’s IEP, consideration must be given to any recommendations made by the IPRC concerning programs and services that may be particularly appropriate for meeting the student’s needs. Also, the school must consult with the parents of the student at the devel- opment stage. The IPRC’s recommendations and the results of consultation between the par- ents and the school staff will form the basis of decisions concerning the ways in which the learning expectations set out in the provincial curriculum will be modified to meet the stu- dent’s special needs. Once the IEP has been developed, the parents of the student must be pro- vided with a copy. Those involved in developing the IEP should work together on an ongoing basis to review the student’s progress and make adjustments to the IEP as necessary. It is important that the school continue to keep parents informed about the program and the progress of the student, as parents can provide valuable support for their child’s learning. In health and physical education, exceptional students may need a variety of modifications both to the program itself and to the learning environment. These modifications may include: • facilities that allow for the mobility of students with physical disabilities; • equipment modifications that enable all students to perform to their full potential (e.g., increasing the length of a scoop handle to enable a student who uses a wheelchair to reach the floor); • program modifications (e.g., altering the method of instruction); • assessment and evaluation strategies that accommodate a variety of learning styles and needs;INTRODUCTION 7

• encouraging as much student participation as possible in planning, instruction, assessment,

and evaluation; • using support systems extensively.

The Use of Equipment and Facilities

Since equipment and facilities in individual schools will vary across the province, care has been taken in this curriculum to ensure that students can meet the expectations in a variety of set- tings and with a broad range of equipment. The curriculum stresses daily active participation in physical activities that do not necessarily require the use of a school gymnasium. Teachers are encouraged to use various school and community facilities for their programs – school- yards, soccer fields, baseball diamonds, football fields, swimming pools, arenas – and to help students develop specific skills through a variety of activities. Exposure to these various set- tings will increase students’ awareness of community facilities. Teachers can use equipment to focus on students’ specific skill development and to vary physi- cal activities. When supplies are limited, teachers will have to be resourceful to ensure that each student has opportunities to use various types of equipment. For example, an activity that focuses on catching objects of various sizes and shapes could include the use of bean bags, ten- nis balls, beach balls, and Frisbees. Teachers must provide specific instruction to students on the appropriate handling of equip- ment, ensure that equipment is in good repair and suitably organized, and take into account the height, weight, and ages of the students using the equipment.8

Curriculum Expectations and Achievement Levels

The chart that follows identifies four categories of skills in health and physical education: understanding of concepts, movement skills, active participation, and communication of required knowledge. For each of these categories, there are four levels of achievement. These levels are brief descriptions of degrees of achievement that teachers will use as the basis for their assessment of each student’s work. Teachers should use the descriptions to identify the level at which a student has achieved a particular expectation, or a group of expectations, in the appropriate category of knowledge or skills. For example, if the student communicates most of the concepts taught, requires no encouragement to participate, and usually performs the skills as described, the student’s achievement would be at level 3. The characteristics given for level 3 represent achievement that is considered to be the standard for the grade. Although the main purpose of the chart is for assessing student achievement, teachers may also use it for other related purposes. For example, they could use it as a guide when observing students’ performance or to explain the different levels of achievement to parents. 9

Achievement Levels: Health and Physical Education, 1-8

Knowledge/Skills Level 1 Level 2 Level 3 Level 4Understanding of The student:concepts – shows understanding – shows understanding – shows understanding – shows understanding of few of the required of some of the of most of the of all or almost all of concepts taught with required concepts required concepts the required concepts major errors or taught with several taught with a few taught with practically omissions; minor errors or minor errors or no errors or omissions; omissions; omissions;

Movement skills The student:

(locomotion/travelling, – performs few of the – performs some of the – performs most of the – performs all ormanipulation, and required skills as required skills as required skills as almost all of thestability) described; described; described; required skills as described; – rarely applies the – sometimes applies – usually applies the – consistently applies required skills in the required skills in required skills in the required skills in other situations or other situations or other situations or other situations or activities; activities; activities; activities;

Active participation The student:

(level of active partici- – participates actively – participates actively, – requires no – participates activelypation, fitness, fair play, only with constant needing only encouragement to in a manner thatsafety, and living skills, encouragement; occasional participate actively; encourages others toincluding decision mak- encouragement; participate;ing, problem solving,conflict resolution, and – applies few of the – applies some of the – applies most of the – applies all or almostgoal setting) required skills; required skills; required skills; all of the required skills; – requires constant – requires occasional – follows safety proce- – follows safety proce- reminders regarding reminders regarding dures and uses dures and uses safety procedures safety procedures equipment and equipment and facili- and the safe use of and the safe use of facilities safely; ties safely, and equipment and equipment and encourages facilities; facilities; others to do so;

Communication of The student:

required knowledge – communicates – communicates with – communicates clearly – communicates clearly poorly, making many some clarity, making and precisely, making and precisely, making errors or omissions; some errors or few errors or no or almost no omissions; omissions; errors or omissions; – rarely uses – sometimes uses – usually uses appro- – uses appropriate and appropriate appropriate priate terminology. varied terminology. terminology. terminology.10

Healthy Living

The healthy living strand will provide students with the knowledge and skills they need to develop, maintain, and enjoy healthy lifestyles, as well as to solve problems, make decisions, and set goals that are directly related to personal health and well-being. The four components of this strand are healthy eating, growth and development, personal safety and injury prevention, and substance use and abuse. Healthy eating. Topics related to healthy eating include nutrition, eating disorders, body image, and dental health. Students require knowledge to make healthy eating choices. Using this knowledge, they will examine their own food choices and eating patterns, and then make wise decisions and set appropriate goals. In later grades, students will learn more about the factors that affect healthy body weight and lead to eating disorders, and will increase their understanding of a healthy body image. Throughout the healthy living strand, the importance of healthy eating and regular physical activity is emphasized. Growth and development. Growth and development education is more than simply teach- ing young people about the anatomy and physiology of reproduction. For example, growth and development education focuses on an understanding of sexuality in its broadest context – sexual development, reproductive health, interpersonal relationships, affection, abstinence, body image, and gender roles. Acquiring information and skills and developing attitudes, beliefs, and values related to identity and relationships are lifelong processes. Parents and guardians are the primary educators of their children. As children grow and develop relationships with family members and others, they learn about appropriate behav- iours and values, as well as about sexuality. They are influenced by parents, friends, relatives, religious leaders, teachers, and neighbours, as well as by television, radio, videos, movies, books, advertisements, music, and newspapers. School-based programs add another important dimen- sion to a child’s ongoing learning about sexuality. The overall and specific expectations in this strand are age-appropriate and should be addressed with sensitivity and respect for individual differences. Because of the sensitive nature of these topics, parents or guardians must be informed about the content of the curriculum and time of delivery. Teachers and learners must develop a comfort level with these topics so that information can be discussed openly, honestly, and in an atmosphere of mutual respect. The “healthy sexuality” expectations should be addressed only after teachers have developed rapport with their students. Opportunities should be provided for segregated as well as coedu- cational instruction. Personal safety and injury prevention. Personal safety and injury prevention are essential components of the healthy living strand. Education in these areas is critical for reducing chil- dren’s injuries. Personal safety topics include bullying, peer assault, child abuse, harassment, and violence in relationships. Injury prevention topics include bicycle safety, seasonal safety rules, sun protection, home safety, fire safety, seat belt use, and first aid. The expectations address the knowledge and skills needed to reduce safety risks at home, at school, and in the community.HEALTHY LIVING 11

Students will become familiar with the support available to them within the family as well as with the agencies and services that provide support and help within the community. However, knowledge alone is not enough; students require the necessary skills to respond appropriately to situations that threaten their personal safety and well-being. Living skills such as conflict resolution, assertiveness, resistance and refusal techniques, and decision making will help them respond to situations effectively. Substance use and abuse. Education is critical to the prevention of drug abuse. Parents, guardians, educators, and society in general all have key roles to play in educating students about drug use and abuse. Alcohol and tobacco are the drugs most readily available to Ontario students, and smoking is the primary cause of preventable illnesses, disabilities, and premature deaths in Canada. The substance use and abuse learning expectations respond to these facts by focusing on an under- standing of the effects of drugs – prescription drugs, non-prescription drugs, illicit drugs, tobacco, alcohol – and the consequences of their use. This knowledge is integrated with the development of a variety of living skills that help students make and maintain healthy choices. By using problem-solving, decision-making, refusal, and assertiveness skills effectively, learners can select healthy, drug-free behaviours based on accurate information.12 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Healthy Living: Grade 1

Overall Expectations By the end of Grade 1, students will: • identify healthy eating habits; • identify the stages in development of humans (e.g., comparing physical changes from birth to childhood) and of other living things; • recognize safety risks and safe practices; • recognize commonly used medicines and household products.

Specific Expectations Students will: Substance Use and Abuse – recognize that there are some medicines Healthy Eating (e.g., cough syrup, nose drops) and other – identify the food groups and give examples substances (e.g., vitamins) that help the of foods in each group; body when used properly (safely); – suggest occasions (e.g., a bake sale, a class – identify (e.g., from their symbols and party) when they can choose healthy food labels) medicines and household products snacks, and describe the factors affecting that are harmful to the body; their choices (e.g., choices made because of allergies or culture); – employ decision-making skills to identify when and how medicines should be used – describe ways to care for their teeth; (e.g., seeking out adult assistance).

Growth and Development

– describe simple life cycles of plants and animals, including humans; – recognize that rest, food, and exercise affect growth; – identify the major parts of the body by their proper names;

Personal Safety and Injury Prevention

– outline the potential safety risks in the home, school, and community (e.g., from fire or toys); – describe exploitative behaviours (e.g., abu- sive behaviours, bullying, inappropriate touching) and the feelings associated with them; – identify people who can provide personal safety assistance (e.g., block parents) and explain how to access them (e.g., by phoning 9-1-1);HEALTHY LIVING 13

Healthy Living: Grade 2

Overall Expectations By the end of Grade 2, students will: • identify healthy eating practices and use a decision-making model to make healthy food choices; • describe parts of the human body, the functions of these parts, and behaviours that con- tribute to good health; • outline safety rules and safe practices; • describe the effects on the body of appropriate and inappropriate uses of medicines.

Specific Expectations Students will: Personal Safety and Injury Prevention – identify safety rules to be followed in the Healthy Eating home, school, and community (e.g., elec- – identify a balanced diet and apply deci- trical safety, schoolyard rules, bus safety); sion-making skills to create menus for healthy meals; – describe types of verbal and physical vio- lence (e.g., name calling, kicking, hitting); – describe the importance of food to the body (e.g., for energy and growth); – explain the importance of being able to say no to exploitative behaviours – explain the negative effects of poor nutri- (e.g., improper touching), and describe tion on healthy teeth and the importance how to seek help; of regular brushing and visits to the dentist; Substance Use and Abuse – describe the difference between prescrip- Growth and Development tion and non-prescription medicines; – distinguish the similarities and differences between themselves and others (e.g., in – outline the safe use of medicines (e.g., the terms of body size or gender); need for an adult to supervise the admin- istration of medicines, taking proper – describe how germs are transmitted and dosages); how this relates to personal hygiene (e.g., using tissues, washing hands before – use decision-making skills to identify eating); healthy alternatives to drug use (e.g., fresh air and exercise can help relieve – identify the five senses and describe how headaches). each functions;14 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Healthy Living: Grade 3

Overall Expectations By the end of Grade 3, students will: • describe the relationship among healthy eating practices, healthy active living, and healthy bodies; • outline characteristics in the development and growth of humans from birth to childhood; • list safety procedures and practices in the home, school, and community; • describe what a drug is, list several examples (e.g., nicotine, caffeine, alcohol), and describe the effects of these substances on the body.

Specific Expectations Students will: Substance Use and Abuse – define the term drug and identify a variety Healthy Eating of legal and illegal drugs; – identify foods from different cultures and classify them by food groups; – identify nicotine (in cigarettes), caffeine (in coffee and colas), and alcohol as drugs; – describe the benefits of healthy food choices, physical activity, and healthy – use decision-making skills to make healthy bodies; choices about drug use, and recognize the effects of various substances (e.g., nicotine, – describe a variety of ways to prevent tooth caffeine, alcohol) on the body. decay (e.g., brushing, making appropriate food choices, rinsing the mouth);

Growth and Development

– outline the basic human and animal repro- ductive processes (e.g., the union of egg and sperm); – describe basic changes in growth and development from birth to childhood (e.g., changes to teeth, hair, feet, and height);

Healthy Living: Grade 4

Overall Expectations By the end of Grade 4, students will: • explain the role of healthy eating practices, physical activity, and heredity as they relate to body shape and size; • identify the physical, interpersonal, and emotional aspects of healthy human beings; • use living skills to address personal safety and injury prevention; • identify the influences (e.g., the media, peers, family members) affecting the use of tobacco, as well as the effects and legalities of, and healthy alternatives to, tobacco use.

Growth and Development

Substance Use and Abuse – describe the four stages of human develop- – identify the major harmful substances ment (infancy, childhood, adolescence, and found in tobacco and explain the term adulthood) and identify the physical, inter- addiction; personal, and emotional changes appropri- ate to their current stage; – describe the short- and long-term effects of first- and second-hand smoke, and – identify the characteristics of healthy rela- identify the advantages of being smoke- tionships (e.g., showing consideration of free; others’ feelings by avoiding negative com- munication); – apply decision-making and assertiveness skills to make and maintain healthy – identify the challenges (e.g., conflicting choices related to tobacco use, and recog- opinions) and responsibilities in their rela- nize factors that can influence decisions tionships with family and friends; to smoke or to abstain from smoking (e.g., the media, family members, friends, laws).16 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Healthy Living: Grade 5

Overall Expectations By the end of Grade 5, students will: • analyse information that has an impact on healthy eating practices (e.g., food labels, food guides, care-of-teeth brochures); • describe physical, emotional, and interpersonal changes associated with puberty; • apply strategies to deal with threats to personal safety (e.g., in response to harassment) and to prevent injury (e.g., from physical assault); • identify the influences (e.g., the media, peers, family) affecting alcohol use, as well as the effects and legalities of, and healthy alternatives to, alcohol use.

Healthy Living: Grade 6

Overall Expectations By the end of Grade 6, students will: • explain how body image and self-esteem influence eating practices; • identify the major parts of the reproductive system and their functions and relate them to puberty; • use basic prevention and treatment skills (e.g., basic first aid) to help themselves and others; • identify the influences (e.g., the media, peers, family) affecting the use of cannabis and other drugs, as well as the effects and legalities of, as well as healthy alternatives to, cannabis and other drugs.

Specific Expectations Students will: – describe and respond appropriately to potentially violent situations relevant to Healthy Eating themselves (e.g., threats, harassment, vio- – determine the influence of various factors lence in the media); (e.g., the media, family traditions, allergies) on personal food choices, body image, and self-esteem; Substance Use and Abuse – describe the short- and long-term effects – analyse personal eating habits in a variety of cannabis and other illicit drugs; of situations (e.g., at home, in school, in restaurants); – determine influences (e.g., interpersonal, personal, legal, economic) on the use and – describe the benefits of healthy eating for abuse of tobacco and other drugs active living; (e.g., alcohol, cannabis, LSD) and consider them as part of a decision-making process Growth and Development to make healthy choices; – relate the changes at puberty to the repro- – identify people and community agencies ductive organs and their functions; that support making healthy choices – apply a problem-solving/decision-making regarding substance use and abuse. process to address issues related to friends, peers, and family relationships;

Healthy Living: Grade 7

Overall Expectations By the end of Grade 7, students will: • relate healthy eating practices and active living to body image and self-esteem; • describe age-appropriate matters related to sexuality (e.g., the need to develop good inter- personal skills, such as the ability to communicate effectively with the opposite sex); • explain how harassment relates to personal safety; • apply living skills to deal with peer pressure related to substance use and abuse.

Specific Expectations Students will: Personal Safety and Injury Prevention – describe harassment and identify ways of Healthy Eating dealing with it (e.g., by communicating – examine the effects of healthy eating and feelings and reporting incidents of harass- regular physical activity on body size and ment); shape, and on self-esteem; – identify people and resources that can sup- – describe how our body image influences port someone experiencing harassment; our food choices; – identify factors affecting healthy body Substance Use and Abuse weight (e.g., food intake, growth spurts, – outline a variety of issues related to sub- physical activity/inactivity); stance use and abuse (e.g., the effects of second-hand smoke; the impact of laws Growth and Development governing drug use, including the use of – explain the male and female reproductive tobacco and alcohol); systems as they relate to fertilization; – identify and categorize drugs as stimulants, – distinguish between the facts and myths depressants, and hallucinogens; associated with menstruation, spermatoge- – apply a decision-making process to make nesis, and fertilization; informed choices regarding drug use; – identify the methods of transmission and – demonstrate strategies (e.g., saying no, the symptoms of sexually transmitted dis- walking away) that can be used to counter eases (STDs), and ways to prevent them; pressures to smoke, drink, and take drugs, – use effective communication skills and identify healthy alternatives to drug (e.g., refusal skills, active listening) to deal use. with various relationships and situations; – explain the term abstinence as it applies to healthy sexuality; – identify sources of support with regard to issues related to healthy sexuality (e.g., parents/guardians, doctors);HEALTHY LIVING 19

Healthy Living: Grade 8

Overall Expectations By the end of Grade 8, students will: • adopt personal goals that reflect healthy eating practices; • identify the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality (e.g., respect for life, ethical questions in relationships, contraception); • identify local support groups and community organizations (e.g., public health offices) that provide information or services related to health and well-being; • analyse situations that are potentially dangerous to personal safety (e.g., gang violence) and determine how to seek assistance; • apply living skills (e.g., decision-making, problem-solving, and refusal skills) to respond to matters related to sexuality, drug use, and healthy eating habits.

Specific Expectations Students will: Personal Safety and Injury Prevention – analyse situations (e.g., hitchhiking, gang Healthy Eating violence, violence in relationships) that are – analyse the effects of undereating (e.g., as a potentially dangerous to personal safety; result of bulimia or sports dieting) and overeating (e.g., obesity) on health and – identify support services (e.g., the school well-being; guidance department, shelters, Kids’ Help Phone) that assist victims of violence, and – identify ways to maintain a healthy body explain how to access them; weight (e.g., physical activity); – adopt personal food plans, based on nutri- Substance Use and Abuse tional needs and personal goals, to improve – outline the possible negative consequences or maintain their eating practices; of substance use and abuse (e.g., fetal alco- hol syndrome, effects of steroid use, acci- Growth and Development dents when drinking and driving); – explain the importance of abstinence as a – identify those school and community positive choice for adolescents; resources that are involved in education – identify symptoms, methods of transmis- about substance use and abuse, and those sion, prevention, and high-risk behaviours involved in preventing and treating sub- related to common STDs, HIV, and AIDS; stance abuse; – identify methods used to prevent – describe causes and symptoms of stress and pregnancy; positive ways (as opposed to substance use) – apply living skills (e.g., decision-making, to relieve stress; assertiveness, and refusal skills) in making – apply the steps of a decision-making informed decisions, and analyse the conse- process to address age-specific situations quences of engaging in sexual activities related to personal health and well-being and using drugs; in which substance use or abuse is one of – identify sources of support (e.g., parents/ the factors. guardians, doctors) related to healthy sexuality issues;20

Fundamental Movement Skills

The movement skills are organized into three categories:

– locomotion/travelling, in which the body moves from one point to another (e.g., walk- ing, running, skipping, hopping, galloping, chasing, fleeing, dodging) – manipulation, which involves giving force to objects or receiving force from objects (e.g., throwing, catching, collecting, kicking, punting, dribbling, volleying, striking) – stability, in which the body remains in place but moves around its horizontal or vertical axis (e.g., bending, stretching, twisting, turning, rolling, balancing, transferring weight, curl- ing up, landing from a jump) These basic movement skills are the foundation of all physical activity and are essential both to an individual’s development of effective motor skills and to the application of these skills in a wide variety of physical activities. Since the skills can also enhance students’ interpersonal, cognitive, and emotional development, it is critical that the health and physical education pro- gram be inclusive, engaging all students irrespective of their gender, background, or ability. When fun and enjoyment are part of skill development and physical activity, students are more likely to develop positive attitudes towards healthy active living. Students will develop skills related to the following four principles of movement: – body awareness (what parts the body moves) – space awareness (where the body moves, e.g., location, direction, or level) – effort (how the body moves, e.g., fast or slow, with strong or light force, or bound or free) – relationship (with whom or with what the body moves, e.g., with people or with objects) Movement principles and skills must be taught in association with other activities. They must also be taught in the proper progression and through age-appropriate activities. Research into motor development indicates that learners acquire new fundamental movement skills (motor skills) most successfully during the preschool and elementary years as students’ neurological pathways are developing rapidly during this period and are receptive to the devel- opment of fundamental movement patterns and basic skills. When young children enter school, their movements are often awkward and lacking in fluidity. In the early school years, they gain necessary co-ordination and control over their movements. They can then refine, extend, and apply these patterns to more complex skills during later childhood, adolescence, and adulthood. For example, the basic skill of throwing an object overhand can be transferred to a tennis serve or badminton smash. Movement skills must be taught; they are not acquired simply through activities of various sorts. As well, mature movement skills do not result from physical maturation alone; rather, they must be continually refined and combined with other movement skills in a variety of physical activities.FUNDAMENTAL MOVEMENT SKILLS 21

Safety must be an integral part of the health and physical education program. While teachers have the ultimate responsibility for matters related to supervision, equipment, facilities, and procedures, students must take some responsibility for their own safety, beginning at a very young age. Following procedures, using equipment as instructed, and wearing appropriate attire are some ways in which students can contribute to their safe participation in physical activity. Safety is addressed in the overall expectations for each grade and is implicit in all of the specific expectations. Students must fulfil each expectation safely and responsibly without putting themselves and others at risk.22 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Fundamental Movement Skills: Grade 1

Overall Expectations By the end of Grade 1, students will: • perform the basic movement skills required to participate in physical activities: locomotion/travelling (e.g., galloping, running), manipulation (e.g., throwing, catching), and stability (e.g., jumping, landing); • demonstrate the principles of movement (e.g., in various directions, alone, with others, at various speeds) using locomotion/travelling, manipulation, and stability skills.

Specific Expectations Students will: Stability Skills – jump forward with control, using a variety Locomotion/Travelling Skills of take-offs and landings; – travel in a variety of ways (e.g., leap, gallop) in different directions in response to signals – demonstrate basic static balances (e.g., stork (e.g., stop or go signals); balance) without equipment; – travel in a variety of ways using different – transfer their weight from one body part pathways (e.g., straight, curved, or zigzag to another. pathways in creative dance);

Manipulation Skills – throw objects of various sizes and shapes underhand, using one or two hands and large targets (e.g., toss a bean bag through a hoop); – catch objects of various sizes, shapes, and textures below the waist and using two hands (e.g., catch a utility or beach ball); – bounce, while stationary, a ball with one hand;FUNDAMENTAL MOVEMENT SKILLS 23

Fundamental Movement Skills: Grade 2

Overall Expectations By the end of Grade 2, students will: • perform the basic movement skills required to participate in physical activities: locomotion/travelling (e.g., skipping, hopping ), manipulation (e.g., throwing, bouncing), and stability (e.g., balancing, twisting); • demonstrate the principles of movement (e.g., at various levels, in relationship to equipment, using different body parts) using locomotion/travelling, manipulation, and stability skills.

Specific Expectations Students will: Stability Skills – jump and land safely, using take-off com- Locomotion/Travelling Skills binations of one or two feet; – travel and change from one kind of loco- motion/travelling movement to another – balance on a variety of body parts, on and (e.g., hopping to skipping); off equipment, while stationary and mov- ing (e.g., balancing on a bench without – travel in a variety of ways, changing path- moving, walking forward on a bench); ways and directions (e.g., in creative dance, dances from other countries); – transfer their body weight over low equip- ment in a variety of ways (e.g., from feet to hands to feet). Manipulation Skills – kick a stationary ball, using either foot, to a partner or to a large target; – dribble a ball over a short distance, using their feet; – bounce a ball while moving, using either hand;24 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Specific Expectations Students will: Stability Skills – jump for distance or height over low Locomotion/Travelling Skills objects; – combine various locomotion/travelling movements with changes in direction and – balance in different positions, using differ- level, both with and without equipment ent body parts and levels (e.g., on and off (e.g., selecting two ways to travel on a gymnastics equipment, responding to bench while performing a change in stimuli in creative dance); direction and level); – move their bodies in various ways – travel in various ways, and dodge station- (e.g., over, under, through, and around ary objects or opponents; equipment).

Manipulation Skills – throw a ball overhead using two hands, while stationary, to a large target or a sta- tionary partner; – catch, while stationary, objects of various sizes and shapes using two hands both above and below the waist (e.g., catch a nerf ball); – hit a slowly moving object (e.g., a ball or a balloon) using various parts of the body, directing it to a partner or a large target;FUNDAMENTAL MOVEMENT SKILLS 25

Fundamental Movement Skills: Grade 4

Overall Expectations By the end of Grade 4, students will: • perform the movement skills required to participate in lead-up games, gymnastics, dance, and outdoor pursuits: locomotion/travelling (e.g., sliding, gliding), manipulation (e.g., kick- ing, trapping), and stability (e.g., putting their weight on different body parts); • demonstrate the principles of movement in acquiring and then beginning to refine move- ment skills (e.g., combining directions and levels in sequence).

Manipulation Skills – throw, both while stationary and while moving, a ball using a one-hand overhand motion to a partner or large stationary tar- get, or pass (hand off) and receive an object (e.g., relaying a baton); – stop an object with the lower part of the body or with a piece of equipment (e.g., trapping a ball or disc with the foot or a piece of equipment);26 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Fundamental Movement Skills: Grade 5

Overall Expectations By the end of Grade 5, students will: • perform the movement skills required to participate in games, gymnastics, dance, and out- door pursuits alone and with others: locomotion/travelling (e.g., running in patterns in game activities), manipulation (e.g., catching, throwing), and stability (e.g., transferring their weight); • demonstrate the principles of movement while refining their movement skills (e.g., match- ing the movements of a partner in a sequence).

Specific Expectations Students will: Stability Skills – perform a sequence of movements Locomotion/Travelling Skills (e.g., rolling, balancing, jumping, landing); – perform a combination of locomotion/ travelling movements, incorporating a vari- – perform rotations, both single rolls and ety of speeds, in relationship to objects or rolls in sequence, in a variety of directions others (e.g., square dancing, dodging or on mats; faking to escape or deceive an opponent); – transfer body weight in a variety of ways, using changes in direction and speed; Manipulation Skills – dismount safely from equipment – catch, while moving, objects of various (e.g., from a bench or box-horse). sizes and shapes (e.g., balls, Frisbees) using one or two hands; – use a piece of equipment to send and receive an object to a partner or a target (e.g., propel a ball with a scoop, hit a bad- minton bird with a racquet, pass a ball using a floor-hockey stick); – stick-handle an object (e.g., a ball, a disc) while moving in different directions and at different speeds, alone or with a partner; – hit a ball with various parts of the body (e.g., heading a soccer ball);FUNDAMENTAL MOVEMENT SKILLS 27

Fundamental Movement Skills: Grade 6

Overall Expectations By the end of Grade 6, students will: • perform movement skills in the kind of combinations that are required in a variety of modi- fied games, gymnastics, dance, and outdoor pursuits: locomotion/travelling (e.g., running, jump- ing, and hopping in combination, as performed in basketball or in a triple jump), manipulation (e.g., stepping sideways to get in position to bump or volley a ball, as performed in volley- ball), and stability (e.g., running and jumping and landing, as in long jump); • demonstrate the principles of movement while refining movement skills (e.g., combining body shapes and movements with changes in direction as in a dance or gymnastics routine).

Specific Expectations Students will: Stability Skills – jump for height (e.g., vertical wall jump); Locomotion/Travelling Skills – perform a combination of locomotion/ – perform locomotion/travelling and stabil- travelling skills using equipment (e.g., nav- ity skills in combination (e.g., use a sprint igating through obstacle courses, skiing, approach and jump for distance, as in long skating); jump); – demonstrate a variety of running tech- – perform a variety of springing actions niques (e.g., sprints, cross-country runs); (e.g., spring into vertical rotations such as quarter-turns on the floor or springs to mounts on equipment). Manipulation Skills – kick balls of various sizes and shapes for distance and accuracy (e.g., punt a football, kick a soccer ball); – throw an object overhand or side arm, using the dominant hand, to a target or a partner for distance and accuracy; – demonstrate goal-tending skills (e.g., blocking, trapping, catching, clearing) with or without a piece of equipment;28 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Fundamental Movement Skills: Grade 7

Overall Expectations By the end of Grade 7, students will: • combine a variety of movement skills (locomotion/travelling, manipulation, and stability) in games, gymnastics, dance, and outdoor pursuits (e.g., basketball, flag football, gymnastics floor routines, novelty dances like the Alley Cat, orienteering); • apply the principles of movement while refining movement skills (e.g., running into an open space to elude an opponent in soccer).

Specific Expectations Students will: Stability Skills – balance while moving from one static Locomotion/Travelling Skills position to another on the floor and on – perform locomotion/travelling, manipula- equipment (gymnastics, dance); tion, and stability skills in combination (e.g., in high jump: approaching the bar, – dismount from equipment and land safely taking off, and landing); and in control; – move to external stimuli, using a variety of – transfer their body weight to get over steps, sequences, directions, and hand pieces of apparatus (e.g., vaulting). actions (e.g., square dancing, doing fitness routines);

Manipulation Skills – send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump pass, or overhand volley pass); – perform a variety of throws, passes, and shots after a faking motion; – intercept objects (e.g., balls, Frisbees) while moving in various directions and at differ- ent speeds; – pass an object to a moving partner (e.g., using a chest pass, bounce pass, two-hand overhead pass, one-hand over- head pass) for distance and accuracy;FUNDAMENTAL MOVEMENT SKILLS 29

Fundamental Movement Skills: Grade 8

Overall Expectations By the end of Grade 8, students will: • apply a variety of movement skills in combination and in sequence (locomotion/ travelling, manipulation, and stability) in physical activities (e.g., dance) and formal games (e.g., badminton, soccer); • apply the principles of movement while refining movement skills (e.g., dribbling a ball quickly and slowly in basketball).

Specific Expectations Students will: Stability Skills – balance in control while moving on and Locomotion/Travelling Skills off equipment (e.g., step aerobics); – apply locomotion/travelling, manipulation, and stability skills in combination and in – perform rolls and balances in sequence sequence in specific physical activities (e.g., consecutive straddle rolls to a front (e.g., in volleyball: moving into a ready support balance); position to contact the ball); – perform rotations on equipment (e.g., front roll on a bench). Manipulation Skills – throw, pass, or shoot an object (e.g., a ball) to a partner or a target while being defended; – shoot an object at a target (e.g., a basket or a goal) for distance and accuracy; – hit an object (e.g., a ball or badminton bird) using the hand or a piece of equip- ment, using backhand and forehand motions; – dribble a ball, using the dominant hand or foot, in different directions and at different speeds, while being defended; – perform movement skills in sequence (e.g., shoot or pass a ball from a dribble);30

Active Participation

Daily vigorous physical activity must become part of each child’s routine and way of life. The health and physical education program, which includes vigorous physical activity for all learners throughout the school year, will help children to become fit, independent learners; to develop interpersonal skills by interacting with others; and to relate fitness activities to healthy, produc- tive lives. The four components of this strand are physical activity, physical fitness, living skills, and safety. Students are expected to participate vigorously on a regular basis in a wide range of physical activities. Also, students are required to participate in sustained moderate to vigorous physical activity for a minimum of twenty minutes each day in order to improve or maintain their physical fitness.* This requirement is reflected in a curriculum expectation included in every grade in this strand. Physical activity. Participation in physical activity provides students with a variety of oppor- tunities for increasing their self-esteem and developing positive interpersonal skills and atti- tudes, including practices of fair play and respect for others. Students, individually and in groups, should be strongly encouraged to participate daily in a wide variety of physical activi- ties – dance, gymnastics, aquatics, and fitness and recreational activities (where facilities permit) – and to become increasingly responsible for their own daily physical activity. Especially where facilities are limited and must be shared by large numbers of students, the scheduling of regular physical education classes will require some creativity (e.g., twenty- minute as opposed to thirty-minute gym periods, the use of portables) and the use of alterna- tive venues, such as parks, fields, and nearby community facilities. Physical fitness. Teachers must use a variety of methods to encourage students to develop such aspects of physical fitness as flexibility, agility, co-ordination, strength, balance, and, espe- cially, cardiovascular respiratory endurance. As levels of fitness improve, the duration of vigor- ous activity must be regularly increased. Students will become involved in assessing their own fitness levels, setting personal goals, and developing plans to achieve them. Living skills. The development of living skills (e.g., decision-making, goal-setting, communi- cation, time-management, organizational, problem-solving, conflict-resolution, and interper- sonal skills) is an integral part of all aspects of the physical and health education curriculum, but particularly of this strand. The program will help students to combine these living skills with physical activity and fitness skills, and to apply these skills in ways that will be useful throughout their lives. Safety. Safety must be an integral part of the program. While teachers have responsibility for matters related to supervision, equipment, facilities, and procedures, students must take some responsibility for their own safety at a very young age. Following procedures, using equipment as instructed, and wearing appropriate attire are some ways in which students can contribute to their safe participation in physical activity. Safety is addressed in the overall expectations and is implicit in all of the specific expectations for each grade. Students must fulfil each expectation safely and responsibly without putting themselves and others at risk.

Specific Expectations Students will: Living Skills – participate in class or small-group discus- Physical Activity sion activities related to physical activity – participate vigorously in all aspects of the (e.g., goal setting through a theme-related program (e.g., physical activity centres, activity such as a walk-run to the dancing to music, tag games); Olympics); – display readiness to participate in the – work co-operatively with others instructional program (e.g., joining in (e.g., sharing equipment, helping others); readily, wearing appropriate clothing, removing jewellery); – demonstrate respect for others in group situations (e.g., being courteous, speaking – follow instructions, pay attention, and kindly). attempt new activities;

Physical Fitness – participate in sustained moderate to vigor- ous physical activity (e.g., animal-walk fitness circuit) for a minimum of twenty minutes each day, including appropriate warm-up and cool-down procedures; – recognize that the heart is always beating and pumping blood to the muscles and the rest of the body, and that increased activity increases both the work of the heart and the speed of breathing;32 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Specific Expectations Students will: – recognize that the body needs activity for sustained amounts of time to improve the Physical Activity strength of the heart and lungs; – participate vigorously in all aspects of the program (e.g., individual and group activi- – assess their degree of exertion in physical ties, dancing to music, co-operative activities (e.g., by calculating their heart games); beat or breathing rate); – identify the reasons for participating in regular physical activity; Living Skills – participate in personal or group goal set- – display readiness to participate in the ting related to physical activity (e.g., to instructional program (e.g., taking out and bring proper clothing for gymnastics, to putting away equipment, joining in readily, bench step for two minutes); wearing appropriate clothing, and applying sun protection when necessary); – demonstrate appropriate interpersonal skills and respectful behaviour (e.g., dis- – stay on task, follow instructions, pay atten- playing etiquette, playing fairly, co-operat- tion, and see tasks through to completion; ing) in physical activities; – provide help to and ask for help from Physical Fitness group members. – participate in sustained moderate to vigor- ous physical activity (e.g., an aerobics rou- tine) for a minimum of twenty minutes each day, including appropriate warm-up and cool-down procedures; – explain the importance of stretching the large muscle groups through warm-ups before physical activity;ACTIVE PARTICIPATION 33

Specific Expectations Students will: Living Skills – adopt an action plan based on an individ- Physical Activity ual or group goal related to physical activ- – participate vigorously in all aspects of the ity (e.g., power walking for one kilometre program (e.g., tag games, outdoor pursuits); three times a week); – demonstrate an awareness of the impor- – demonstrate respect for the abilities and tance of being physically active in their feelings of others (e.g., accepting everyone leisure time; into the group); – describe the health benefits of participating – follow the rules of fair play in games and in regular physical activity (e.g., developing activities (e.g., giving everyone a chance a strong heart and lungs); to play); – communicate positively to help and Physical Fitness encourage others. – participate in sustained moderate to vigor- ous physical activity (e.g., power walking) for a minimum of twenty minutes each day, including appropriate warm-up and cool-down procedures; – identify the new capabilities (skills) that result from improved physical fitness (e.g., being able to run farther, requiring shorter rest periods); – assess their degree of exertion in physical activities (e.g., by taking a “talk test”);34 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Specific Expectations Students will: – monitor their pulse rates before and after physical activity (e.g., locate and compare Physical Activity their pulses before and after taking part in – participate vigorously in all aspects of the physical activity, and explain the reasons program (e.g., lead-up games, creative for differences in pulse rates); dance); – identify the factors that motivate participa- Living Skills tion in daily physical activity (e.g., fun, – use a goal-setting process (e.g., set a realis- improved health, increased energy level); tic goal, identify and address barriers, pre- pare an action plan, decide who can help, Physical Fitness and identify how to know when the goal – improve their fitness levels by participating has been reached) related to physical in sustained moderate to vigorous physical activity; activity (e.g., line dancing) for a minimum – follow the rules of fair play in games and of twenty minutes each day, including activities (e.g., displaying good sports eti- appropriate warm-up and cool-down quette by maintaining self-control procedures; whether winning or losing); – recognize that the health of the heart and – demonstrate respectful behaviour towards lungs is improved by physical activity others in the group (e.g., speaking kindly, (e.g., aerobics activities to music); refraining from hurtful comments, – recognize that muscle strength and acknowledging others’ ideas and opinions). endurance increase with exercise and physical activity;ACTIVE PARTICIPATION 35

Specific Expectations Students will: Living Skills – incorporate time-management and orga- Physical Activity nizational skills in the goal-setting process – participate vigorously in all aspects of the (e.g., set a realistic goal, identify and program (e.g., gymnastic stations, fitness address barriers, prepare an action plan, circuit); decide who can help, and identify how to – describe the factors that motivate partici- know when the goal has been reached) pation in daily physical activity (e.g., seeing related to physical activity or personal an activity on TV, idolizing a sports hero, fitness; doing an activity with your family) and – follow the rules of fair play in games and connect them to various activities; activities (e.g., by displaying sports eti- quette, by encouraging others with positive Physical Fitness comments). – improve their fitness levels by participating in sustained moderate to vigorous physical activity (e.g., rope skipping to music) for for a minimum of twenty minutes each day, including appropriate warm-up and cool-down procedures; – describe the components of physical fitness and relate each component to an appropri- ate physical activity (e.g., cardiorespiratory – skipping; muscle endurance – abdominal crunches; muscle strength – push-ups; flexibility – sit and reach); – assess their progress in fitness-enhancing activities at regular intervals (e.g., weekly monitoring of their pulses before and after running or completing exercise circuits);36 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Active Participation: Grade 6

Overall Expectations By the end of Grade 6, students will: • participate on a regular basis in physical activities that maintain or improve physical fitness (e.g., rope skipping to music); • apply living skills, including interpersonal skills, in physical activities (e.g., games, gymnastics, dance, outdoor pursuits) and describe the benefits of using these skills in a variety of physical activities; • follow safety procedures related to physical activity, equipment, and facilities, and begin to take responsibility for their own safety.

Specific Expectations Students will: Living Skills – implement and revise as required plans of Physical Activity action to achieve personal fitness goals; – participate vigorously in all aspects of the program (e.g., cross-country running, – follow the rules of fair play in games and co-operative games); activities, and support the efforts of peers to improve their skills. – describe the factors that motivate partici- pation in daily physical activity (e.g., the influence of friends, enthusiasm for the outdoors) and begin to consider them when making their own choices of physi- cal activities;

Physical Fitness – improve their personal fitness levels by participating in sustained moderate to vig- orous physical activity (e.g., Ultimate Frisbee) for a minimum of twenty minutes each day, including appropriate warm-up and cool-down procedures; – assess their progress in fitness-enhancing activities at regular intervals (e.g., daily, weekly, or monthly monitoring of their pulses before and after active games, stretching, or push-ups);ACTIVE PARTICIPATION 37

Specific Expectations Students will: Living Skills – apply a goal-setting process (e.g., set a Physical Activity realistic goal, identify and address barriers, – participate vigorously in all aspects of the prepare an action plan, determine and program (e.g., three-on-three basketball, access sources of support, and identify aerobics); how to know when the goal has been – apply the factors that motivate their daily reached) to short-term goals related to activities (e.g., competing, attaining physical activity or personal fitness; improved fitness levels) to their personal – participate fairly in games or activities action plans; (e.g., accepting and respecting decisions made by officials, whether they are Physical Fitness students, teachers, or coaches). – improve or maintain their personal fitness levels by participating in sustained moder- ate to vigorous fitness activity for a mini- mum of twenty minutes each day, includ- ing appropriate warm-up and cool-down procedures; – identify the training principles that affect their fitness levels (e.g., frequency, intensity, time, and type – F.I.T.T.); – assess their own levels of physical fitness on an ongoing basis, comparing with past per- formances, and apply the information to their personal goals;38 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Specific Expectations Students will: Living Skills – apply a goal-setting process (e.g., set a Physical Activity realistic goal, identify and address barriers, – participate vigorously in all aspects of the prepare an action plan, determine and program (e.g., indoor soccer, cricket); access sources of support, and identify – apply the factors that motivate their daily how to know when the goal has been activities (e.g., health benefits, interper- reached) to short- and long-term goals sonal interaction) to positively influence related to physical activity or fitness; others (e.g., family, friends, members of the – demonstrate respectful behaviour towards community) to become physically active; the feelings and ideas of others; – follow the rules of fair play and sports eti- Physical Fitness quette in games and activities (e.g., main- – improve or maintain their fitness levels taining self-control whether winning or by participating in sustained moderate to losing). vigorous fitness activity for a minimum of twenty minutes each day, including appropriate warm-up and cool-down procedures; – assess their personal levels of physical fit- ness on an ongoing basis comparing to past performances, and apply the informa- tion to their short- and long-term goals; 39

Explanatory Notes

The following definitions and explanations manipulation skills. Movement skills that of terms are intended to help teachers and involve giving force to objects or receiving parents use this document. force from objects (e.g., throwing, catching, abstinence. A conscious decision to refrain collecting, kicking, punting, dribbling, vol- from sexual intercourse. leying, striking). active living. A way of life in which physi- movement skills. The movement skills of cal activity is valued and integrated into daily locomotion/travelling, manipulation, and life. stability form the foundation of all physical activity. assessment. The gathering of data about a student’s progress. personal goal-setting process. This process can include: (a) setting a realistic balanced diet. Healthy eating based on the goal; (b) identifying and addressing barriers; four food groups. (c) preparing an action plan; (d) deciding etiquette. Respect for the rules of the game who can help; and (e) identifying the factors and for competitors. that indicate that the goal has been reached. fair play. Respect and just and equal treat- safe practices. Safety rules and procedures ment for all. defined for each activity in the instructional fertilization. A union of female and male program. reproductive cells that results in a new life. stability skills. Skills in which the body fitness (physical). A state of well-being remains in place but moves around its hori- that (a) allows people to perform daily activ- zontal or vertical axis (e.g., bending, stretch- ities with vigour; (b) reduces the risk of ing, twisting, turning). health problems related to lack of exercise; stages of physical development. Physical and (c) establishes a fitness base for participa- changes through life; a progression of devel- tion in a variety of physical activities. opment based on chronological years. fitness components. Flexibility, agility, static movement. A stationary position cardiovascular health, balance, power, and with no transfer of energy. strength. strands. The key components of a specific F.I.T.T. Fitness, intensity, time, and type. subject area. injury prevention. Most injuries are pre- vigorous physical activity. The degree to ventable. Education reduces the risk of which an activity is vigorous is directly injuries for children and youth by focusing related to its ability to raise the heart rate on safe practices. and maintain this increase for a sustained leisure. Unstructured, free time used for the period of time. Vigorous physical activities pursuit of personal interests; time at one’s are aerobic in nature, enhancing the health own disposal. of the heart and lungs. The amount of time living skills. Lifetime skills that enhance required for a vigorous activity is dependent personal well-being. Living skills include on age and stage of development. problem-solving, decision-making, commu- nication, and conflict-resolution skills. locomotion/travelling skills. Skills used to move the body from one point to another.40 ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

The Ministry of Education and Training wishes to

acknowledge the contribution of the many indi- viduals, groups, and organizations that participated in the development and refinement of The Ontario Curriculum, Grades 1-8: Health and Physical Education, 1998. Printed on recycled paper